Functional Behavior Analysis (FBA)

Every behavior happens for a reason. Sometimes, figuring out what that reason is can be difficult. There is a tool, however, which can be used. It’s called a Functional Behavior Analysis or FBA. This tool helps break apart a specific behavior into 3 steps.

1. The antecedent

2. The behavior

3. The consequence.

This tool helps identify why a specific behavior is occurring so a behavior intervention plan can be formed to positively intervene.

Step 1 begins with observation of the child in different settings. If the behavior is mostly occurring at school then you would observe him/her in at least three different areas throughout his/her day.  It could be in their general education class, a “specials” class such as art, and maybe recess or lunch. When observing the antecedent, you are watching for what is happening right before the behavior occurred. For example, let’s say that you have a child that is hitting other children. You want to know why so you can come up with a plan to help this child be more successful in their school environment.  While observing, you are going to document what happened right before  he/she hit. Did someone walk up to him to ask him a question? Or perhaps, he saw a group of kids playing together and wanted to join?  Maybe it’s a time of transition and he/she has to move from one class to another. Write it down. Document all of the things that occurred just before the behavior that you are observing.

Step 2 is documenting the behavior that you are specifically tracking.  In the example above, the behavior was hitting. Although, it really could be any behavior. For example, I could track why a student doesn’t complete assignments, or has a tantrum during the school day.

Step 3, the consequence, refers to what happened directly after the behavior. Did the kid who was hit run away after asking the question?  Did the student you’re observing get another kid’s attention in attempt to play with him/her? Or, did the student get out of doing a math assignment or avoid going to a specials class such as art?

Once all three steps are complete, you will look at your data and look for the pattern associated with the  behavior. For example, you may see that the child is effectively avoiding art class or math work. Perhaps you will notice that the child wants to play with friends but doesn’t know how to enter play with his/her peers.  Maybe you will see a pattern of the behavior occurring during times of transitions because he/she is unsure of what to do during those times.

Once you see the reasons why the behavior is happening, it’s important to come up with a plan on how to help the child.  Bringing awareness of why the behavior is occurring to other people in your student’s environment is also equally important.  For example, let’s say that I recognize the child above is hitting every time he/she has other children too close in their personal body space.  I may decide that I let the child line up  or pack up first. I give him/her the expectations clearly and in a helpful, non-judgmental way.  Maybe I let the art teacher know that he needs extra space around him/her during art class.  After developing a plan on how you will positively intervene to help this behavior, be sure to decide how it will be monitored. Who is responsible for each piece of the plan?  Remember, when your child or student does not yet have awareness of this behavior, you will need to heavily support him/her to bring this awareness about in a non-judgmental way.  Once recognition begins, then the child will be able to team up in helping monitor the behavior change. A child will not be successful if we only recognize the behavior and then expect him/her to control or change it independently.  Tools must be implemented for the lasting success of the child.

Here are some links which will give you more information on FBAs:

This link gives more information on FBA. It provides simple and intensive FBA form and offers a behavior intervention plan. http://www.pbisworld.com/tier-2/functional-behavior-assessment-fba/

This link provides more information on FBAs. It has many forms from which to choose and several ways to look at the completed data. http://www.iod.unh.edu/APEX%20Trainings/Tier%202%20Manual/Function%20of%20Behavior/4.%20FBA%20Worksheet.pdf
With Appreciation ,

Wendy and Christina 

 

 

 

 

 

Registration for Holiday Session

Registration is now open for our next session of our social skills groups.  The time around the holiday seasons can be stressful for children and families.  The focus of this session will be teaching children how to effectively communicate at home around family and utilize tools to help reduce stress.  As your child learns new vocabulary and skills, you will also learn more about teaching and reinforcing social skills at home to help support your child.  We are aware that siblings can sometimes feel confused, left out, or even frustrated.  This is why we are including a sibling class with this session so they have time for questions and develop their own “toolbox” of strategies that they can use at home as well.

Your child does not need a diagnosis to attend these classes. However, this class is designed for students with diagnoses such as Asperger Syndrome, ADHD/ADD, or any child needing to learn how to “think” about thinking as well as understand more about the complex social world in which we live.  While times of movement will be available, students must be able to sit in a room with a small group for one hour. If you have questions if your child would benefit from this session, please don’t hesitate to e-mail us at confidentsolutions7@gmail.com. We’d love to help answer any questions!

The dates and agenda for the classes are as follows:

November 13th: Children will learn tools how to effectively communicate at home and around extended family, friends, or school. They will learn how to get their mom/dad/caregiver’s attention when multiple people are around.  The focus of this class will be self-awareness and communication tools.

November 20th: Children will be learning how to start and continue a conversation with a relative/parent/caregiver whether they are talking on the phone or meeting together for the holidays.  They will learn skills to have a “peaceful” holiday and begin learning how to “catch” themselves doing something well.  The focus of this class will be self-awareness, self-monitoring, and communication tools.

December 4th:  All groups will be led for a short mindful meditation in learning how to center themselves and be able to utilize this tool as a way to reduce stress or anxiety.  Children will begin to recognize the first signs of  when they are feeling overwhelmed and when they need to utilize a tool or ask for help.  The focus of this class will be communication, self-awareness, and tools for reducing stress or anxiety.

December 11th: Children will learn how to set up a space for himself/herself at home that he/she can use when feeling overwhelmed or need a break.  The children will review how to communicate to parents/caregivers when they need help or use a tool.

For this session, there will be three groups that will meet.  A sibling group (which is optional), a parent group (required with the session), and your child registering for the social skills group (up to five children per group).

K-2 meets from 2:00-3:00

3rd-5th meets from 3:30-4:30

6th-8th meets from 5:00-6:00

The cost for the child and parent classes is $150.00.

The cost for the child, parent, and up to two siblings is $200.00.

All classes are held at 8401 Medical Plaza Drive, Suite 120, Charlotte, NC 28262.

To register, please fill out the attached registration form registration-for-holiday-session and e-mail it to us at confidentsolutions7@gmail.com.  Please be sure to indicate on the form whether you are signing up for the sibling portion as well.  Once we receive your registration form, we will e-mail you a PayPal link to reserve your spot in the class.  The classes will be kept small to benefit children and families with no more than five children for the main class.

 

With Appreciation,

Christina and Wendy